Heffron Jenna L, Lee Danbi, VanPuymbrouck Laura, Sheth Alisa Jordan, Kish Jacqueline
Jenna L. Heffron, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, Ithaca College, Ithaca, NY;
Danbi Lee, PhD, OTD, OTR/L, is Assistant Professor, Division of Occupational Therapy, Department of Rehabilitation Medicine, University of Washington, Seattle.
Am J Occup Ther. 2019 Mar/Apr;73(2):7302205100p1-7302205100p10. doi: 10.5014/ajot.2019.030163.
This qualitative study explored occupational therapy practitioners' perspectives about integrating principles from the field of disability studies (DS) into clinical education and practice.
After a conference presentation about DS, three simultaneous focus groups were conducted with 27 occupational therapy practitioners. A constant comparative, grounded-theory approach was used to identify themes across groups.
Identified themes included convergences and divergences between the profession of occupational therapy and the field of disability studies, influence of perspectives of disability on service delivery, clinician navigation of systemic barriers, and incorporation of DS-aligned intervention strategies into practice.
Despite points of alignment, occupational therapy has not fully addressed DS critiques. Practitioners recognized professional, systemic, and societal barriers and the need for more educational experiences, resources, and professional reflexivity and dialogue to inform the integration of DS concepts into practice.
本定性研究探讨了职业治疗从业者对于将残疾研究（DS）领域的原则融入临床教育与实践的观点。
在一场关于DS的会议报告之后，对27名职业治疗从业者同时开展了三场焦点小组访谈。采用持续比较的扎根理论方法来确定各小组间的主题。
确定的主题包括职业治疗专业与残疾研究领域的异同、残疾观念对服务提供的影响、临床医生应对系统性障碍的方法，以及将与DS一致的干预策略纳入实践。
尽管存在契合点，但职业治疗尚未充分回应DS的批评。从业者认识到专业、系统和社会层面的障碍，以及需要更多的教育经历、资源、专业反思和对话，以便将DS概念融入实践。
